Abstract
The abundance of questionable explanations is discussed and hypothetically related to common language, habitual teaching, ordinary popularization, rapid expression and audiences of varying levels. Two types of critical passivity in the face of a questionable text are recalled: ‘expert anesthesia’, which affects people who are very familiar with the subject and “delayed critique” (which is more frequent). The objective of developing early critique (where appropriate) and avoiding excessive inhibition is then advocated. The conditions that may be necessary for teacher preparation are highlighted: a minimal conceptual framework, and the ability to overcome major psycho-cognitive blockages. It is argued that, while access to a series of examples (as in Appendix J) is useful, it is at least as important to convince people that they have the means to use their critical potential and that they are allowed to do. Critical analysis should be seen as the best way to better understanding and, consequently, to greater intellectual satisfaction. Finally, we reaffirm the importance of developing intellectual life on two levels: conceptual and critical.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Houdé, O. (2014). Le raisonnement. Paris: PUF.
Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31, 8–19.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Viennot, L., Décamp, N. (2020). Critique: A Prelude to Deeper Comprehension. In: Developing Critical Thinking in Physics. Contributions from Science Education Research, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-43773-2_8
Download citation
DOI: https://doi.org/10.1007/978-3-030-43773-2_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-43772-5
Online ISBN: 978-3-030-43773-2
eBook Packages: EducationEducation (R0)